An innovative teaching model in an academic-practice partnership for a Doctor of Nursing Practice program

Patricia B. Howard, Tracy E. Williams, Peggy El-Mallakh, Sheila Melander, Kim Tharp-Barrie, Sharon Lock, Tricia MacCallum

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


Teaching innovations in Doctor of Nursing Practice (DNP) programs are essential for preparing practitioners for role responsibilities. The purpose of this paper is to describe a teaching model implemented in a public-private academic-practice partnership in which DNP-prepared healthcare organization nursing leaders joined with college of nursing faculty to teach didactic courses in the DNP program. The conceptual framework for this model is organized around Boyer's (1990) principles of the scholarship of teaching, integration, and application, and the American Association of Colleges of Nursing definition of scholarship (2018). A logic model evaluation plan of the teaching model includes a description of inputs, activities, outputs, and outcomes. Outcomes include the attainment of short term goals related to student satisfaction and DNP program completion; faculty and peer satisfaction; and administrator perspectives. Future evaluation will include assessment of long-term impact of the teaching model. The teaching model can be replicated in preparing cohorts of students for advanced practice nursing and cultivating the scholarship of teaching, integration and application.

Original languageEnglish
Pages (from-to)285-291
Number of pages7
JournalJournal of Professional Nursing
Issue number5
StatePublished - Sep 1 2020

Bibliographical note

Publisher Copyright:
© 2020 Elsevier Inc.


  • Academic-practice partnership
  • Innovation
  • Logic model
  • Teaching model
  • Voluntary faculty

ASJC Scopus subject areas

  • General Nursing


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